Describes efforts to reform K-4 mathematics instruction in Kentucky. Discusses the establishment of collaborative groups within Kentucky's mathematics education community, the Kentucky Education Reform Act of 1990, and reform efforts in the areas of assessment, curriculum, professional development for teachers, preservice teacher education, and…

Describes three integrated development cycles for a series of software packages for teaching mathematics: (1) development of a software package, including rationale and didactics; (2) cognitive studies leading to a more effective interaction between student, software, and teacher; and (3) organization of pedagogical knowledge for software…

Describes the Iowa Communications Network (ICN) and how it is used to bring the benefits of interactive teaching, learning, and sharing to Iowa classrooms. Describes how lesson plans, activities, and pace of learning change with this new dimension, noting that students are enthusiastic and involved, and administrators endorse the cost…

Features five activities to nurture "number sense," promote practice in mental calculations, and promote student self-confidence in mathmatical operations. These are "hands-off" exercises that are preparatory to calculator and computer use for math. (ET)

A study examined 48 fifth- and sixth-grade students' responses in cooperative small groups in mathematics. Findings indicated that students generally spent more time on-task, and especially more quality time on-task, in groups than in whole class settings, and students were more active participants in groups than in class settings. (TJQ)

Describes 8 math/science integrated activities in which students will be able to assemble periodic, reflectional symmetry, 5- and 10-fold rotational, and Penrose patterns. (MKR)

Surveys of elementary, secondary, and college mathematics experiences of (n=45) elementary mathematics teachers showed that sharing mathematics knowledge in elementary school, enthusiastic teachers in high school, parental support, and practical uses of mathematics were positive influences. Rote drill, seatwork, and ability groupings were negative…

Examines the struggles of Kyle, a 30-year-old male, to overcome his innumeracy and to master the routine numerical tasks associated with daily life. Describes Kyle's arithmetic and problem-solving skills and the intervention program designed to develop his ability to solve everyday problems. (Contains 12 references.) (MDH)

Examined inconsistencies in secondary school students' reasoning about the probability concept of equally likely events. Results of two studies suggest that the number of students who understand the concept of independence is much lower than the latest National Assessment of Educational Progress results indicate. (Contains 22 references.) (MDH)

Demonstrates how graphing calculators can be used by students to solve equations involving absolute value. Allows students to make connections between the algebraic and graphical representations of the problem. (MDH)

Presents two methods of calculating the expected value for a participant on the television game show "The Wheel of Fortune." The first approach involves the use of basic expected-value principles. The second approach uses those principles in addition to infinite geometric series. (MDH)

Discusses the use of graphing calculators by middle school students in an enrichment program for economically disadvantaged students and describes exercises to help students develop an understanding of variables and functions. (MKR)

Describes how a children's book on counting was used in integrated mathematics-literature lessons in first-grade classrooms and how students created their own texts. (11 references) (MKR)

Presents a geometry game which offers K-2 students a way to learn geometric concepts and skills as part of a small-group or cooperative-learning activity or in a learning center. (MKR)

Describes how kindergarten children interacted and documented their experiences with the "There Were Ten in the Bed" storybook bags in the home setting and how the children explored and expressed their conceptions of 10. Includes letter to the family. (MKR)